Proposal Title
Spanish CLIL Teachers Integrate: Arts, Language and Content
Abstract
This qualitative research of an arts-integrated professional development program for bilingual public elementary school teachers from La Comunidad de Madrid, Spain, explores language and curriculum development, and enhancement of 21st Century skills of communication, collaboration, creativity, and critical thinking. The research design is exploratory and descriptive and focuses on drama.
The data for this research is derived from multiple narratives of students, teachers, observers, and from various documents and artifacts in a residency program at Endicott College. The residency offers opportunities for Spanish elementary teachers to integrate dance, drama, music, and visual arts into CLIL, a content-driven approach that integrates the teaching of a second language with teaching in other academic disciplines.
The program’s arts-integrated approach supports language learning by creating opportunities for authentic, meaningful learning in a context other than that of a language classroom (Georgiu, 2012). Ntelioglou (2011) notes, “when drama pedagogy draws on students’ personal and cultural experiences in the creation of identity texts and thereby provides room for a situated practice as well as multimodal representations of meaning, students are cognitively engaged with their linguistic and social performances” (p.595).
The outcomes will be used for purposes of curriculum development and contribution to the international CLIL community. The program supports Madrid’s commitment to bilingual education and to lifelong improvement of those communicative competencies viewed as necessary tools for its students to compete successfully in a global job market (Consejeria De Education, Juventud y Deporte, p.7).
Start Date
28-3-2018 11:10 AM
End Date
28-3-2018 12:00 PM
Presentation Type
Creative Performance
Spanish CLIL Teachers Integrate: Arts, Language and Content
U-Hall 3-098
This qualitative research of an arts-integrated professional development program for bilingual public elementary school teachers from La Comunidad de Madrid, Spain, explores language and curriculum development, and enhancement of 21st Century skills of communication, collaboration, creativity, and critical thinking. The research design is exploratory and descriptive and focuses on drama.
The data for this research is derived from multiple narratives of students, teachers, observers, and from various documents and artifacts in a residency program at Endicott College. The residency offers opportunities for Spanish elementary teachers to integrate dance, drama, music, and visual arts into CLIL, a content-driven approach that integrates the teaching of a second language with teaching in other academic disciplines.
The program’s arts-integrated approach supports language learning by creating opportunities for authentic, meaningful learning in a context other than that of a language classroom (Georgiu, 2012). Ntelioglou (2011) notes, “when drama pedagogy draws on students’ personal and cultural experiences in the creation of identity texts and thereby provides room for a situated practice as well as multimodal representations of meaning, students are cognitively engaged with their linguistic and social performances” (p.595).
The outcomes will be used for purposes of curriculum development and contribution to the international CLIL community. The program supports Madrid’s commitment to bilingual education and to lifelong improvement of those communicative competencies viewed as necessary tools for its students to compete successfully in a global job market (Consejeria De Education, Juventud y Deporte, p.7).
